Changing knowledge production and Latin American universities
By Rodrigo Arocena, Judith Sutz. 2001
169 citations recorded by the source corpus.
Subfields: Demography, Education, Political Science and International Relations
View Paper: https://www.semanticscholar.org/paper/d0be7b0fd56dc6eb52b6364d27541a82fb3aced9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Demography
In Education
- Valeria Arza
- Peter James Bentley
- Svein Kyvik
- Magnus Gulbrandsen
- Barry Bozeman
- Craig Boardman
- Keun Lee
- U. Teichler
In Political Science and International Relations
- Valeria Arza
- Peter James Bentley
- Svein Kyvik
- Magnus Gulbrandsen
- Barry Bozeman
- Keun Lee
- C. Pietrobelli
- Roberta Rabellotti
Citations in the corpus
- Role Strain in University Research Centers (2007, background): “Brooks (1978) and others (Arocena & Sutz, 2001; Porter & Rossini, 1985) have found that the academic department cannot adequately peer review interdisciplinary and applied research proposals.”
- Upgrading in Global Value Chains: Lessons from Latin American Clusters (2005, background): “…in-house R&D activities are very low both in domestic and foreign firms (Archibugi & Pietrobelli, 2003), domestic intersectoral linkages have been displaced by trade liberalization (Cimoli & Katz, 2002), and university– industry linkages appear to be still relatively weak (Arocena & Sutz, 2001).”
- Explaining the “University-run enterprises” in China: A theoretical framework for university–industry relationship in developing countries and its application to China☆ (2006, background): “Latin American universiies have often been criticized for being elitist and just ivory towers,” and for being disconnected to domestic ndustries29 (Arocena and Sutz, 2001).”
- The relationship between basic and applied research in universities (2015, background): “In Latin America, it has been claimed that university discourse has shifted enthusiastically towards Mode 2, but the academic evaluation system remains rooted in Mode 1 outputs, leading to an ‘‘evaluation system schizophrenia’’ (Arocena and Sutz 2001, p. 1231).”
- Channels, benefits and risks of public–private interactions for knowledge transfer: conceptual framework inspired by Latin America (2010, background): “See Arocena and Sutz (2001, 2005), Bernasconi (2005) and Llomovatte et al.”